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Hjörne, E. & Säljö, R. (2019). Diversity and inclusion: educational leadership and the tensions between normative ideals, policy and classroom life, in A. Saiti (Ed.). Oxford Research Encyclopedia of Education, New York: Oxford University Press.

Hjörne, E. & Säljö, R. (2019). Teaching and learning in the special education setting: Agency of the diagnosed child, Emotional and Behavioural Difficulties 24(3), 224-238.

Hjörne, E. & Säljö, R. (2019). Diagnoses and their instructional implications- children’s agency and participation in school: an introductory.  Emotional and Behavioural Difficulties 24(3), 219-223.

Tegtmejer, T., Hjörne, E. & Säljö, R. (2019). “The diagnosis has been thrown out”: exploring the dilemmas of diagnosing children in a school for all. International Journal of Inclusive Education/in press https://doi.org/10.1080/13603116.2019.1569733

Hjörne, E. (2018). Elevhälsa för ett förebyggande och hälsofrämjande arbete. I C. Löfberg (Red.). Elevhälsoarbete under utveckling – en antologi. Stockholm: Specialpedagogiska skolmyndigheten.

Tegtmejer, T., Hjörne, E. & Säljö, R. (2018). Diagnosing ADHD in Danish primary school children: a case study of the institutional categorization of emotional and behavioural difficulties. Emotional and Behavioural Difficulties 23(2), 127-140.

Hjörne, E. (2017). Excluding for sake in inclusion. Contrasting narratives in policy and practice in a school for all in Sweden. Scuola Democratica 1, 213-220.

Hjörne, E. (2017). ADHD in the classroom - a pedagogy and its paradoxes. Sangeeta Bagga-Gupta, ( Ed). Marginalization processes across different settings. Going beyond the mainstream, 82-105. Newcastle-upon-Tyne: Cambridge scholars publishing.

Hjörne, E. & Säljö, R. (2017). Categorizing learners beyond the classroom, i S. Wortham, D. Kim & S. May (Eds.). Discourse and Education. Encyclopedia of Language and Education, 3rd Ed., 123-134. New York, NY, Springer International Publishing.

Karlsson, M. , Hjörne, E. & Evaldsson, A-C. (2017). Preschool girls as rule breakers: Negotiating moral orders of justice and fairness. Childhood 24(3), 396-415.

Riddell, S., Weedon, E. & Hjörne, E. (2017). Conceptions of social justice and citizenship in Scottish and Swedish education systems.  Education, Citizenship and Social Justice 12(1), 3-7.

Hjörne, E. (2016). The narrative of special education in Sweden: History and trends in policy and practice.  Discourse: Studies in the Cultural Politics of Education. 37(4) s. 540-552.

Riddell, S., Weedon, E., Danforth, S., Graham, L., Hjörne, E., Pijl , S. & Tomlinson, S. (2016).  Special education and globalisation: Continuities and contrasts across the developed and developing world. Discourse: Studies in the cultural politics of education 37(4), 489-497 

Gustavsson, K. & Hjörne, E. (2015). Friskolan en frizon för elever i behov av särskilt stöd? Inkludering, olikhet och specialpedagogik för alla. Pedagogisk forskning i Sverige 20(3-4) s. 273-292.

Hjörne, E. & Evaldsson, A-C. (2015). Disability identities and category work in

institutional practices: the case of ‘a typical ADHD girl’. I S. Preece (Ed.) Routledge Handbook of Language and Identity, /in press/. London: Routledge.

Mills, M. Riddell, S. & Hjörne, E. (2015). After exclusion what?. International Journal of Inclusive Education 19(6), 561-567.

Hjörne, E. & Säljö, R. (2013). Att platsa i en skola för alla – elevhälsa och förhandling om normalitet i den svenska skolan. Rev. edition. Lund: Studentlitteratur.

Publisert 10. sep. 2019 11:45 - Sist endret 14. feb. 2020 12:03